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Allie Rhinehart, M.A. Justina Farley, B.A. Tiffany Brooks, M.S.

Allie Rhinehart, M.A. Justina Farley, B.A. Tiffany Brooks, M.S. The University of Tennessee, Knoxville. Co-constructing Career Stories: Using Narrative Approaches in a Career Exploration Course for Undecided Students. Career is one part of the whole person.

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Allie Rhinehart, M.A. Justina Farley, B.A. Tiffany Brooks, M.S.

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  1. Allie Rhinehart, M.A. • Justina Farley, B.A. • Tiffany Brooks, M.S. • The University of Tennessee, Knoxville Co-constructing Career Stories:Using Narrative Approaches in a Career Exploration Course for Undecided Students

  2. Career is one part of the whole person. • The 21stcentury job market is fluid, as is a person’s vocational personality. • A holistic framework addresses multiple aspects of an individual’s personality, as well as any apprehensions he or she may have about finding a place in the world of work. (Savickas, 2011) • Reid (2005) insists narrative theory must be embraced to ensure successful career counseling in the 21st century. A Holistic Approach

  3. Narrative Theory • Shifts from objective measures • Provides a more holistic, subjective, and positivistic approach • Encompasses the importance of self-reflection (Maxwell, 2007) • Narrative Interventions • Help counselors understand an individual’s personal story • Facilitate the creation of a client’s career • Assist in altering client’s story (Savickas, 2005) Theoretical Foundation

  4. Traditional trait-factor approaches do not take into account the complexity of career behavior (Bujold, 2004). • Many career researchers and practitioners embrace narrative approaches. Why Narrative?

  5. Offer college students a place for self-exploration. • Promote an increased knowledge base regarding educational programs and the world of work. • Improve decision-making skills • Development of self-awareness • Understanding of majors (Kelly & Pulver, 2003) Career Exploration Classes

  6. Discussion vs. Lecture • Personal Reflections • Experiential Activities • Partner and Group Processing • Technology • PowerPoint, Prezi, Videos, Internet • Guest Speakers • Individual Appointments Teaching Methods

  7. Life Circle • Timeline • Values Reflection • Card sort • Final Integrative Reflection • Dream Job Activity • Prompts • What piece of your SII results can be a part of your career story? • Future Career Autobiography (FCA) Teaching Activities

  8. Qualitative tool • Personal and career motives, values, and direction • Purpose: • To measure change or lack of change in an individual’s occupational narrative over time • To assess for career intervention effectiveness (Rehfuss, 2009) Future Career Autobiography (FCA)

  9. “Write a brief paragraph about where you hope to be in life and what you hope to be doing occupationally in 5 years after graduating from college.” Future Career Autobiography

  10. Goal: • Empower individuals to be the narrator of their career story • Examine their current and future values/commitments • More research/practice is needed (Rehfuss & Di Fabio, 2012) FCA & Future Directions

  11. Promote storytelling by asking leading questions and identifying themes • Raise client awareness of themes and unresolved issues • Help client construct a career to fit themes and address issues • Promote career adaptability Implications for Practitioners

  12. Measure the effectiveness of career exploration courses for undergraduate students • Identify students with continued needs for career counseling • Opportunities to offer post course interventions to students identified as having no change Implications for Educators

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